Boy Scout
Advancement
Requirements Changes

Effective January 1, 2016
with updates through September 26, 2016
and an update made on March 12, 2017

The Guide to Advancement - 2015 and 2016 Boy Scout Requirements are the official Boy Scouts
of America sources on Boy Scout advancement procedures.

When there is a conflict between two published lists of requirements,
such as Boy Scout Requirements (BSA Publication
No. 33216) and a Merit Badge pamphlet or the Boy Scout Handbook,
the requirements book should normally be considered to be the controlling
document, until a newer edition of Boy Scout Requirements
is issued. However, the following excerpt from the Guide to
Advancement, 2015 explains what to do when merit badge requirements
change:

7.0.4.3 What to Do When Requirements Change

The current annual edition of Boy Scout Requirements lists
the official merit badge requirements. Once new or revised merit badge
requirements appear in this publication, which is released each January,
any Scout just beginning work on a merit badge must use the requirements
as stated there.

If changes to merit badge requirements are introduced in
a revised merit badge pamphlet after the January release of the
Boy Scout Requirements book, then the Scout has until the following
January 1 to decide what to do. He may continue—or begin work—using
the old merit badge requirements and the old pamphlet; or he may switch
to—or begin work—using the new requirements and the new pamphlet. Unless
it is otherwise stated in the merit badge pamphlet, Boy Scout Requirements,
or official communications from the National Council, if a Scout chooses
to use the old merit badge requirements and pamphlet, he may continue
using them until he has completed the badge.

There is no time limit between starting and completing a
badge, although a counselor may determine so much time has passed since
any effort took place that the new requirements must be used.

During 2015, after multi-year period of review, BSA proposed changes,
to the requirements for the Scout badge, which has now been officially designated
a "rank", as well as to the requirements for all of the ranks from Tenderfoot
to Eagle, and for Eagle Palms. These changes, in draft form, were announced
during 2015 and changes to some of the draft requirements were made at various
times during the year. A new edition of the Boy Scout Handbook
was issued in January, 2016 and a new edition of Boy Scout Requirements
in February, 2016, containing the final, approved, requirements. BSA published
an excerpt from the Handbook, containing the revised ranks advancement requirements
in late December, 2015. That excerpt is available for download as a PDF,
in two forms, 8.5"x11" pages, and 5.5"x8.5" booklet size (designed for printing
two up, front and back, on standard 8.5"x11" paper) which can be inserted
into Scouts' existing Handbooks.

Those documents can be downloaded from the BSA web site at these URLs:

In addition to the changes to the Boy Scout Rank requirements, the new
edition of Boy Scout Requirements includes changes
to the requirements for 18 merit badges, four with substantial changes,
and 14 with minor changes or corrections.

Note that although the Signs, Signals, and Codes merit
badge and the Animation merit badge could not be earned
by Scouts until they were officially introduced in February, 2015, (Signs,
Signals, and Codes) and May, 2015 (Animation) the requirements for those
two merit badges were included in the 2015 edition of Boy Scout
Requirements, and were included in our 2015 list of advancement
changes once they were officially introduced. Consequently, we have not
included the requirements for those badges in this document, but we have
provided links to the requirements elsewhere on our web site.

Finally, the "Merit Badge Library" listing on the inside back cover,
lists all merit badge pamphlets with their most recent (or planned) publication
dates. Click here for our list of all
of the merit badge pamphlets, which identifies the most recent edition of
each, whether the old pamphlet can still be used, and when the requirements
were last revised. Our list also identifies which merit badge pamphlets
are available as Kindle books, through
Amazon.com, and/or as Digital Interactive merit badge pamphlets through
Scoutstuff.org.

Although BSA has previously announced plans to release a few more new
merit badges in the coming years, including Exploring, Multi-Media, Computer
Aided Design, and Advanced Computing, no current schedule has been announced
for when those badges may be available, although the listing of merit badge
pamphlets does indicate the Exploration pamphlet will have a revision date
of 2016.

Scouts that, before January 1, 2015, had started work on the Computers
merit badge, which is now obsolete (and which has been replaced by the Digital
Technology merit badge), may CONTINUE working on that badge
using the requirements that were in effect at when they started work. However,
because the badge has been discontinued, Scouts may no longer START
work on the Computers badge. Furthermore, while a Scout that completes the
badge may receive advancement credit for earning it, since the badge has
been dropped, it may be difficult or impossible to obtain an actual Computers
merit badge for the Scout's uniform or merit badge sash, since BSA is no
longer producing them, and has removed them from sale at Scout Shops.

The "Merit Badge Library" includes an entry for
an
Exploration merit badge pamphlet with a 2016 revision date,
so it appears that the badge will be made available at some point
later in 2016 or early in 2017.

This merit badge had changes in 2016,
which were published in the 2016 Boy Scout Requirements booklet,
but was not identified in the list of merit badges with changes:

Due to the extensive nature of the changes to all of the rank
requirements, this document does not identify the specific changes, but
only shows the requirements that took effect on January 1, 2016. However,
links to individual web pages showing the details of what changed from the
old requirements to the new ones have been provided below.

The rank requirements in the 2016 edition of the Boy Scout Requirements
book and the Boy Scout Handbook are official as of Jan. 1, 2016.

Scouts who joined the Boy Scouts of America on or after
Jan. 1, 2016, MUST follow the rank requirements as printed in the Boy
Scout Handbook or in the current year’s Boy Scout Requirements book.

Scouts who joined the BSA prior to Jan. 1, 2016:

• Who are working on the Tenderfoot through First Class
ranks MAY continue to follow the old requirements, but MUST convert
to the current requirements upon attaining First Class.

• Who have completed the First Class rank MAY complete
the rank they are currently working on in the old requirements,
but MUST convert to the current requirements for subsequent ranks.

Beginning Jan. 1, 2017, all Scouts MUST use the current
requirements regardless of rank.

However, if the wording of a completed rank requirement
did not change and that requirement was signed off on or prior to Dec. 31,
2016, the approval should be transferred to the corresponding new requirement.
For Tenderfoot through First Class ranks, this may include approvals that
were previously listed in a different rank.
When the rank in progress has new requirements (or new elements of requirements)
that were not in a previously completed rank under the previous (2015) requirements,
those new requirements or elements will need to be completed in 2017 and
beyond.

We have prepared a simple comparison chart showing
which of the new requirements have counterparts in the old requirements.
When giving credit for work done under the old requirements, Scouts and
Scout Leaders should compare the wording to insure that a Scout has indeed
met the full current requirement. The chart can be found by
Clicking here.

The inside front Cover of the
2016 Boy Scout Requirement book contains this statement:

SCOUT IS NOW A RANK

Scout becomes a rank effective Jan. 1, 2016. All
requirements for the Scout rank must be completed as a member of
a troop or Varsity team. If you have already completed these requirements
as part of the Webelos Scouting Adventure, simply demonstrate your
knowledge or skills to your Scoutmaster or other designated leader
after joining. Upon joining, a Scout must still meet the age requirements.
He must be a boy who is 11 years old, or one who has completed the
fifth grade or earned the Arrow of Light Award and is at least 10
years old, but is not yet 18 years old.

As noted above, Scout became a rank, rather
than just a patch identifying new members. The color of the Fleur-de-Lis
on the Scout patch was changed from Brown to Gold. The "joining
requirements" were replaced with a completely new set of requirements
and footnotes. The new wording reads as follows:

All requirements for Scout rank must be completed as a member of
a troop. If you already completed these requirements as part of the
Webelos Scouting Adventure, simply demonstrate your knowledge or skills
to your Scoutmaster or other designated leader after joining the troop.

Repeat from memory the Scout Oath, Scout Law, Scout motto,
and Scout slogan. In your own words, explain their meaning.

Show how to tie a square knot, two half-hitches, and a taut-line
hitch. Explain how each knot is used.

Show the proper care of a rope by learning how to whip and
fuse the ends of different kinds of rope.

Demonstrate your knowledge of pocketknife safety.

With your parent or guardian, complete the exercises in the
pamphlet "How to Protect Your Children from Child Abuse: A Parents
Guide" and earn the Cyber Chip Award for your grade. 1

Since joining the troop and while working on the Scout rank,
participate in a Scoutmaster conference.

Notes:

For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team", and "Scoutmaster" with "Varsity Scout Coach."

The requirements for the Scout, Tenderfoot, Second
Class, and First Class ranks may be worked on simultaneously; however,
these ranks must be earned in sequence.

1 If your family does
not have internet access at home AND you do not have ready internet
access at school or another public place or via a mobile device, the
Cyber Chip portion of the requirement may be waived by your Scoutmaster
in consultation with your parent or guardian.

Substantial changes were made
to the wording of all of the requirements. The requirements have
been rearranged under general headings. Some new requirements were
added, some requirements were moved from other ranks, and new information
was added to the footnotes. The new wording reads as follows:

CAMPING AND OUTDOOR ETHICS

Present yourself to your leader prepared for an overnight
camping trip. Show the personal and camping gear you will use.
Show the right way to pack and carry it.

Spend at least one night on a patrol or troop campout. Sleep
in a tent you have helped pitch.

Tell how you practiced the Outdoor Code on a campout or
outing.

COOKING

On the campout, assist in preparing one of the meals. Tell
why it is important for each patrol member to share in meal
preparation and cleanup.

While on a campout, demonstrate the appropriate method of
safely cleaning items used to prepare, serve, and eat a meal.

Explain the importance of eating together as a patrol.

TOOLS

Demonstrate a practical use of the square knot.

Demonstrate a practical use of two half-hitches.

Demonstrate a practical use of the taut line hitch.

Demonstrate proper care, sharpening, and use of the knife,
saw, and ax. Describe when each should be used.

FIRST AID AND NATURE

Show first aid for the following:

Simple cuts and scrapes

Blisters on the hand and foot

Minor (thermal/heat) burns or scalds (superficial, or
first degree)

Bites or stings of insects or ticks

Venomous snakebite

Nosebleed

Frostbite and sunburn

Choking

Describe common poisonous or hazardous plants, identify
any that grow in your local area or campsite location. Tell
how to treat for exposure to them.

Tell what you can do on a campout or other outdoor activity
to prevent or reduce the occurrence of injuries or exposure
listed in Tenderfoot requirements 4a and 4b.

Assemble a personal first-aid kit to carry with you on future
campouts and hikes. Tell how each item in the kit would be used.

HIKING

Explain the importance of the buddy system as it relates
to your personal safety on outings and in your neighborhood.
Use the buddy system while on a troop or patrol outing.

Explain what to do if you become lost on a hike or campout.

Explain the rules of safe hiking, both on the highway and
cross-country, during the day and at night.

FITNESS

Record your best in the following tests:

•

Pushups

________

(Record the number done correctly in 60 seconds)

•

Situps or curl-ups

________

(Record the number done correctly in 60 seconds)

•

Back-saver sit-and-reach

________

(Record the distance stretched)

•

1 mile walk/run

________

(Record the time)

Develop and describe a plan for improvement in each of the
activities listed in Tenderfoot requirement 6a. Keep track of
your activity for at least 30 days.

Show improvement (of any degree) in each activity listed
in Tenderfoot requirement 6a after practicing for 30 days.

•

Pushups

________

(Record the number done correctly in 60 seconds)

•

Situps or curl-ups

________

(Record the number done correctly in 60 seconds)

•

Back-saver sit-and-reach

________

(Record the distance stretched)

•

1 mile walk/run

________

(Record the time)

CITIZENSHIP

Demonstrate how to display, raise, lower, and fold the U.S.
flag.

Participate in a total of one hour of service in one or
more service projects approved by your Scoutmaster. Explain
how your service to others relates to the Scout slogan and Scout
motto.

LEADERSHIP

Describe the steps in Scouting's Teaching EDGE method.
Use the Teaching EDGE method to teach another person how to tie
the square knot.

SCOUT SPIRIT

Demonstrate Scout spirit by living the Scout Oath
and Scout Law. Tell how you have done your duty to God and how you
have lived four different points of the Scout Law in your everyday
life.

While working toward Tenderfoot rank, and after completing Scout
rank requirement 7, participate in a Scoutmaster conference.

Successfully complete your board of review for the Tenderfoot
rank.

Notes:

For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team” and "Scoutmaster" with "Varsity Scout Coach."

The requirements for the Scout, Tenderfoot, Second Class,
and First Class ranks may be worked on simultaneously; however, these ranks
must be earned in sequence.

Substantial changes were made
to the wording of all of the requirements. The requirements have
been rearranged under general headings, Some new requirements were
added, some requirements were moved from other ranks, and new information
was added to the footnotes. The new wording reads as follows:

CAMPING and OUTDOOR ETHICS

Since joining, participate in five separate troop/patrol
activities, three of which include overnight camping. These
five activities do not include troop or patrol meetings.
On at least two of the three campouts, spend the night in
a tent that you pitch or other structure that you help erect
(such as a lean-to, snow cave, or tepee.)

Explain the principles of Leave No Trace, and tell how
you practiced them while on a campout or outing. This outing
must be different from the one used for Tenderfoot requirement
1c.

On one of these campouts, select a location for your
patrol site and recommend it to your patrol leader, senior
patrol leader, or troop guide. Explain what factors you
should consider when choosing a patrol site and where to
pitch a tent.

COOKING and TOOLS

Explain when it is appropriate to use a fire for cooking
or other purposes and when it would not be appropriate to
do so.

Use the tools listed in Tenderfoot requirement 3d to
prepare tinder, kindling, and fuel wood for a cooking fire.

At an approved outdoor location and time, use the tinder,
kindling, and fuel wood from Second Class requirement 2b
to demonstrate how to build a fire. Unless prohibited by
local fire restrictions, light the fire. After allowing
the flames to burn safely for at least two minutes, safely
extinguish the flames with minimal impact to the fire site.

Explain when it is appropriate to use a lightweight
stove and when it is appropriate to use a propane stove.
Set up a lightweight stove or propane stove. Light the stove,
unless prohibited by local fire restrictions. Describe the
safety procedures for using these types of stoves.

On one campout, plan and cook one hot breakfast or lunch,
selecting foods from MyPlate or the current USDA nutrition
model. Explain the importance of good nutrition. Demonstrate
how to transport, store, and prepare the foods you selected.

Demonstrate how to tie the sheet bend knot. Describe
a situation in which you would use this knot.

Demonstrate how to tie the bowline knot. Describe a
situation in which you would use this knot.

NAVIGATION

Demonstrate how a compass works and how to orient a
map. Use a map to point out and tell the meaning of five
map symbols.

Using a compass and a map together, take a five-mile
hike (or 10 miles by bike) approved by your adult leader
and your parent or guardian.2

Describe some hazards or injuries that you might encounter
on your hike and what you can do to help prevent them.2

Demonstrate how to find directions during the day and
at night without using a compass or an electronic device.

NATURE

Identify or show evidence of at least ten kinds
of wild animals (such as birds, mammals, reptiles, fish, mollusks)
found in your local area or camping location. You may show evidence
by tracks, signs, or photographs you have taken.

AQUATICS

Tell what precautions must be taken for a safe swim.

Demonstrate your ability to pass the BSA beginner test.
Jump feetfirst into water over your head in depth, level
off and swim 25 feet on the surface, stop, turn sharply,
resume swimming, then return to your starting place.

Demonstrate water rescue methods by reaching with your
arm or leg, by reaching with a suitable object, and by throwing
lines and objects.

Explain why swimming rescues should not be attempted
when a reaching or throwing rescue is possible. Explain
why and how a rescue swimmer should avoid contact with the
victim.

FIRST AID

Demonstrate first aid for the following:

Object in the eye

Bite of a warm blooded animal

Puncture wounds from a splinter, nail, and fishhook

Serious burns (partial thickness, or second degree)

Heat exhaustion

Shock

Heatstroke, dehydration, hypothermia, and hyperventilation

Show what to do for "hurry" cases of stopped breathing,
stroke, severe bleeding, and ingested poisoning.

Tell what you can do while on a campout or hike to prevent
or reduce the occurrence of the injuries listed in Second
Class requirements 6a and 6b.

Explain what to do in case of accidents that require
emergency response in the home and the backcountry. Explain
what constitutes an emergency and what information you will
need to provide to a responder.

Tell how you should respond if you come upon the scene
of a vehicular accident.

FITNESS

After competing Tenderfoot requirement 6c, be physically
active at least 30 minutes a day for five days a week for
four weeks. Keep track of your activities.

Share your challenges and successes in completing Second
Class requirement 7a. Set a goal for continuing to include
physical activity as part of your daily life and develop
a plan for doing so.

Participate in a school, community, or troop program
on the dangers of using drugs, alcohol, and tobacco, and
other practices that could be harmful to your health. Discuss
your participation in the program with your family, and
explain the dangers of substance addictions. Report to your
Scoutmaster or other adult leader in your troop about which
parts of the Scout Oath and Law relate to what you learned.

With your parents or guardian, decide on an amount of
money that you would like to earn, based on the cost of
a specific item you would like to purchase. Develop a plan
written plan to earn the amount agreed upon and follow that
plan; it is acceptable to make changes to your plan along
the way. Discuss any changes made to your original plan
and whether you met your goal.

At a minimum of three locations, compare the cost of
the item for which you are saving to determine the best
place to purchase it. After completing Second Class requirement
8c, decide if you will use the amount that you earned as
originally intended, save all or part of it, or use it for
another purpose.

Participate in two hours of service through one or more
service projects approved by your Scoutmaster. Tell how
your service to others relates to the Scout Oath.

LEADERSHIP

Explain the three R's of personal safety and protection.

Describe bullying; tell what the appropriate response
is to one who might be bullying you or bullying another
person.

SCOUT SPIRIT

Demonstrate scout spirit by living the Scout
Oath and Scout Law. Tell how you have done your duty to God
and how you have lived four different points of the Scout Law
(not to include those used for Tenderfoot requirement 9) in
your everyday life.

While working toward Second Class rank, and after completing
Tenderfoot requirement 10, participate in a Scoutmaster conference.

Successfully complete your board of review for the Second
Class rank.

Notes:

For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team” and "Scoutmaster" with "Varsity Scout Coach."

The requirements for the
Scout, Tenderfoot, Second Class, and First Class ranks may be worked
on simultaneously; however, these ranks must be earned in sequence.

Substantial changes were made
to the wording of all of the requirements. The requirements have
been rearranged under general headings. Some new requirements were
added, some requirements were moved from other ranks, and new information
was added to the footnotes. The new wording reads as follows:

CAMPING and OUTDOOR ETHICS

Since joining, participate in 10 separate troop/patrol activities,
six of which include overnight camping. These 10 activities
do not include troop or patrol meetings. On at least five of
the six campouts, spend the night in a tent that you pitch or
other structure that you help erect. (such as a lean-to, snow
cave, or tepee.)

Explain each of the principles of Tread Lightly! and tell
how you practiced them while on a campout or outing. This outing
must be different from the one used for Tenderfoot requirement
1c and Second Class requirement 1b.

COOKING

Help plan a menu for one of the above campouts that includes
at least one breakfast, one lunch, and one dinner and that requires
cooking at least two of the meals. Tell how the menu includes
the foods from MyPlate or the current USDA nutrition model and
how it meets nutritional needs for the planned activity or campout.

Using the menu planned in First Class requirement 2a, make
a list showing a budget and food amounts needed to feed three
or more boys. Secure the ingredients.

Show which pans, utensils, and other gear will be needed
to cook and serve these meals.

Demonstrate the procedures to follow in the safe handling
and storage of fresh meats, dairy products, eggs, vegetables,
and other perishable food products. Show how to properly dispose
of camp garbage, cans, plastic containers, and other rubbish.

On one campout, serve as cook. Supervise your assistant(s)
in using a stove or building a cooking fire. Prepare the breakfast,
lunch, and dinner planned in First Class requirement 2a. Supervise
the cleanup.

TOOLS

Discuss when you should and should not use lashings.

Demonstrate tying the timber hitch and clove hitch.

Demonstrate tying the square, shear, and diagonal lashings
by joining two or more poles or staves together.

Use lashings to make a useful camp gadget or structure.

NAVIGATION

Using a map and compass, complete an orienteering course
that covers at least one mile and requires measuring the height
and/or width of designated items (tree, tower, canyon, ditch,
etc.)

Demonstrate how to use a handheld GPS unit, GPS app on a
smartphone or other electronic navigation system. Use a GPS
to find your current location, a destination of your choice,
and the route you will take to get there. Follow that route
to arrive at your destination.

NATURE

Identify or show evidence of at least 10 kinds of native
plants found in your local area or campsite location. You may
show evidence by fallen leaves or fallen fruit that you find
in the field, or as part of a collection you have made, or by
photographs you have taken.

Identify two ways to obtain a weather forecast for an upcoming
activity. Explain why weather forecasts are important when planning
for an event.

Describe at least three natural indicators of impending
hazardous weather, the potential dangerous events that might
result from such weather conditions, and the appropriate actions
to take.

Describe extreme weather conditions you might encounter
in the outdoors in your local geographic area. Discuss how you
would determine ahead of time the potential risk of these types
of weather dangers, alternative planning considerations to avoid
such risks, and how you would prepare for and respond to those
weather conditions.

AQUATICS

Successfully complete the BSA swimmer test.3

Tell what precautions must be taken for a safe trip afloat.

Identify the basic parts of a canoe, kayak, or other boat.
Identify the parts of a paddle or an oar.

Describe proper body positioning in a watercraft, depending
on the type and size of the vessel. Explain the importance of
proper position.

With a helper and a practice victim, show a line rescue
both as tender and rescuer. (The practice victim should be approximately
30 feet from shore in deep water.)

FIRST AID AND EMERGENCY PREPAREDNESS

Demonstrate bandages for a sprained ankle and for injuries
on the head, the upper arm, and the collarbone.

By yourself and with a partner, show how to:

Transport a person from a smoke-filled room

Transport for at least 25 yards a person with a sprained
ankle.

Tell the five most common signals of a heart attack. Explain
the steps (procedures) in cardiopulmonary resuscitation (CPR).

Tell what utility services exist in your home or meeting
place. Describe potential hazards associated with these utilities,
and tell how to respond in emergency situations.

Develop an emergency action plan for your home that includes
what to do in case of fire, storm, power outage, or water outage.

Explain how to obtain potable water in an emergency.

FITNESS

After completing Second Class requirement 7a, be physically
active at least 30 minutes every day for five days a week for
four weeks. Keep track of your activities.

Share your challenges and successes in completing First
Class requirement 8a. Set a goal for continuing to include physical
activity as part of your daily life.

CITIZENSHIP

Visit and discuss with a selected individual approved by
your leader (for example, an elected official, judge, attorney,
civil servant, principal, or teacher) the constitutional rights
and obligations of a U.S. citizen.

Investigate an environmental issue affecting your community.
Share what you learned about that issue with your patrol or
troop. Tell what, if anything, could be done by you or your
community to address the concern.

On a Scouting or family outing, take note of the trash and
garbage you produce. Before your next similar outing, decide
how you can reduce, recycle, or repurpose what you take on that
outing, and then put those plans into action. Compare your results.

Participate in three hours of service through one or more
service projects approved by your Scoutmaster. The project(s)
must not be the same service project(s) used for Tenderfoot
requirement 7b and Second Class requirement 8e. Explain how
your service to others relates to the Scout Law.

LEADERSHIP

Tell someone who is eligible to join Boy Scouts,
or an inactive Boy Scout, about your Scouting activities. Invite
him to an outing, activity, service project or meeting. Tell him
how to join, or encourage the inactive Boy Scout to become active.
Share your efforts with your Scoutmaster or other adult leader.

SCOUT SPIRIT

Demonstrate scout spirit by living the Scout Oath
and Scout Law. Tell how you have done your duty to God and how you
have lived four different points of the Scout Law (different from
those points used for previous ranks) in your everyday life.

While working toward First Class rank, and after completing
Second Class requirement 11, participate in a Scoutmaster conference.

Successfully complete your board of review for the First Class
rank.

NOTES:

For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team” and "Scoutmaster" with "Varsity Scout Coach."

The requirements for the
Scout, Tenderfoot, Second Class, and First Class ranks may be worked on
simultaneously; however, these ranks must be earned in sequence.

Changes were made to the wording
of all of the requirements, one new requirement was added, and new
information was added to the footnotes. The new wording reads as
follows:

Be active in your troop for at least four months as a First
Class Scout.

As a First Class Scout, demonstrate Scout spirit by living the
Scout Oath and Scout Law. Tell how you have done your duty to God
and how you have lived the Scout Oath and Scout Law in your everyday
life.

While a First Class Scout, participate in six hours of service
through one or more service projects approved by your Scoutmaster.

While a First Class Scout, serve actively
in your troop for four months in one or more of the following positions
of responsibility (or carry out a Scoutmaster assigned leadership
project to help the troop):

With your parent or guardian, complete the exercises in the
pamphlet "How to Protect Your Children from Child Abuse: A Parents
Guide" and earn the Cyber Chip Award for your grade. 5

While a First Class Scout, participate in a Scoutmaster conference

Successfully complete your board of review for the Star rank.
6

Notes:

For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team" and "Scoutmaster" with "Varsity Scout Coach."
For Venturers working on Boy Scout requirements, replace "troop" with
"crew" and "Scoutmaster" with "Crew Advisor" ot; ot; ot;
For Sea Scouts working on Boy Scout requirements, replace "troop" with
"ship" and for "Scoutmaster" with "Skipper".

4 Assistant patrol leader is not an approved
position of responsibility for the Star rank.

5 If your family does not have internet
access at home AND you do not have ready internet access at school or
another public place or via a mobile device, the Cyber Chip portion
of the requirement may be waived by your Scoutmaster in consultation
with your parent or guardian.

6 If the board of review does not approve
the Scout's advancement, the decision may be appealed in accordance
with Guide to Advancement topic 8.0.4.0.

While a Star Scout, use the Teaching EDGE method to teach another
Scout (preferably younger than you) the skills from ONE of the following
choices, so that he is prepared to pass those requirements to his
Scoutmaster's satisfaction.

Tenderfoot - 4a and 4b (first aid)

Second Class - 2b, 2c, and 2d (cooking/camping)

Second Class - 3a and 3d(navigation)

First Class - 3a, 3b, 3c, and 3d (tools)

First Class - 4a and 4b (navigation)

Second Class - 6a and 6b (first aid)

First Class - 7a and 7b (first aid)

Three requirements from one of the required Eagle merit
badges, as approved by your Scoutmaster.

While a Star Scout, participate in a Scoutmaster conference

Successfully complete your board of review for the Life rank.
8

Notes:

For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team" and "Scoutmaster" with "Varsity Scout Coach."
For Venturers working on Boy Scout requirements, replace "troop" with
"crew" and "Scoutmaster" with "Crew Advisor."
For Sea Scouts working on Boy Scout requirements, replace "troop" with
"ship" and "Scoutmaster" with "Skipper."

7 Assistant patrol leader is not an approved
position of responsibility for the Star, Life, or Eagle rank.

8 If the board of review does not approve
the Scout’s advancement, the decision may be appealed in accordance
with Guide to Advancement, topic 8.0.4.0.

Changes were made to the wording
of all of the requirements, and new information was added to the
footnotes. The new wording reads as follows:

Be active in your troop for a period
of at least six months as a Life Scout.

As a Life Scout, demonstrate Scout spirit by living the Scout
Oath and Scout Law. Tell how you have done your duty to God, how
you have lived the Scout Oath and Scout Law in your everyday life,
and how your understanding of the Scout Oath and Scout Law will
guide your life in the future. List on your Eagle Scout Rank Application
the names of individuals who know you personally and would be willing
to provide a recommendation on your behalf, including parents/guardians,
religious (if not affiliated with an organized religion, then the
parent or guardian provides this reference), educational, employer
(if employed), and two other references.

You must choose only one of the merit badges listed in categories
h, i, and k. Any additional merit badge(s) earned in those categories
may be counted as one of your eight optional merit badges used to
make your total of 21.

Name of Merit Badges

Date Earned

1.

_________________________

_________________________

2.

_________________________

_________________________

3.

_________________________

_________________________

4.

_________________________

_________________________

5.

_________________________

_________________________

6.

_________________________

_________________________

7.

_________________________

_________________________

8.

_________________________

_________________________

9.

_________________________

_________________________

10.

_________________________

_________________________

While a Life Scout, serve
actively in your troop for six months in one or more of the
following positions of responsibility:9

While a Life Scout, plan, develop, and give leadership to others
in a service project
helpful to any religious institution, any school, or your community.
(The project must benefit an organization other than the Boy Scouts
of America.) A project proposal must be approved by the organization
benefiting from the effort, your Scoutmaster and unit committee,
and the council or district before you start. You must use the
Eagle Scout Service Project Workbook,
BSA publication No. 512-927, in meeting this requirement. (To learn
more about the Eagle Scout service project, see the Guide to
Advancement, topics 9.0.2.0 through 9.0.2.15.)

While a Life Scout, participate in a Scoutmaster conference.

In preparation for your board of review, prepare
and attach to your Eagle Scout Rank Application a statement of your
ambitions and life purpose and a listing of positions held in your religious
institution, school, camp, community, or other organizations, during
which you demonstrated leadership skills. Include honors and awards
received during this service.

Successfully complete your board of review for the
Eagle Scout rank.10 (This requirement may be met after
age 18 in accordance with Guide to Advancement, topic 8.0.3.1.)11

Notes:

For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team" and "Scoutmaster" with "Varsity Scout Coach."
For Venturers working on Boy Scout requirements, replace "troop" with
"crew" and "Scoutmaster" with "Crew Advisor."
For Sea Scouts working on Boy Scout requirements, replace "troop" with
"ship" and "Scoutmaster" with "Skipper."

9 Assistant patrol leader and bugler
are not approved positions of responsibility for the Eagle Scout rank.
Likewise, a Scoutmaster-approved leadership project cannot be used in
lieu of serving in a position of responsibility.

10 APPEALS & EXTENSIONS

If a Scout believes he has completed all requirements
for the Eagle Scout rank, but is denied a board of review, he may request
a board of review under disputed circumstances in accordance with
Guide to Advancement, topic 8.0.3.2.

If the board of review does not approve the Scout's
advancement, the decision may be appealed in accordance with Guide
to Advancement, topic 8.0.4.0.

If a Scout foresees that, due to no fault or choice
of his own, he will be unable to complete the Eagle Scout rank requirements
before age 18, he may apply for a limited time extension in accordance
with Guide to Advancement topic 9.0.4.0. Time extensions are
rarely granted.

Merit badges, badges of rank, and Eagle Palms may
be earned by a registered Boy Scout, Varsity Scout, or qualified Venturer
or Sea Scout. He may earn these awards until his 18th birthday. Any
Venturer or Sea Scout who achieved the First Class rank as a Boy Scout
in a troop or Varsity Scout in a team may continue working toward the
Star, Life, and Eagle Scout ranks and Eagle Palms.

An Eagle Scout board of review may occur, without
special approval, within three months after the 18th birthday. Local
councils must preapprove those held three to six months afterward. To
initiate approval, the candidate, his parent or guardian, the unit leader,
or a unit committee member attaches to the application a statement explaining
the delay. Consult the Guide to Advancement, topic 8.0.3.1,
in the case where a board of review is to be conducted more than six
months after a candidate's 18th birthday.

If you have a permanent physical or mental disability,
or a disability expected to last more than two years, or beyond age
18, you may become an Eagle Scout by qualifying for as many required
merit badges as you can and qualifying for alternative merit badges
for the rest. If you seek to become an Eagle Scout under this procedure,
you must submit a special application to your local council service
center. Your application must be approved by your council advancement
committee before you can work on alternative merit badges.

A Scout or Venturer with a disability may also work
toward rank advancement after he is 18 years of age if he meets the
guidelines outlined in section 10 of the Guide to Advancement.

Changes were made to the wording
of requirements 2, 5, and 6. The new wording reads as follows:

After becoming an Eagle Scout, you may earn Palms by completing the
following requirements:

Be active in your troop and patrol for at least 3 months after
becoming an Eagle Scout or after the award of last Palm.**

Since earning the Eagle Scout rank or your last Eagle Palm,
demonstrate Scout spirit by living the Scout Oath and Scout Law.
Tell how you have done your duty to God and how you have lived the
Scout Oath and Scout Law in your everyday life.

Make a satisfactory effort to develop and demonstrate leadership
ability.

Earn five additional merit badges beyond those required for
Eagle or last Palm.***.

While an Eagle Scout participate in a Scoutmaster conference.

Successfully complete your board of review for the Eagle Palm.

Notes:

*For Varsity Scouts working on Boy Scout requirements,
replace "troop" with "team" and "Scoutmaster" with "Varsity Scout Coach."
For Venturers working on Boy Scout requirements, replace "troop" with
"crew" and "Scoutmaster" with "Crew Advisor."
For Sea Scouts working on Boy Scout requirements, replace "troop" with
"ship" and "Scoutmaster" with "Skipper."

** Eagle Palms must be earned in sequence, and the
three-month tenure requirement must be observed for each Palm.

***Merit Badges earned any time since becoming a
Boy Scout may be used to meet this requirement.

You may wear only the proper combination of Palms for the number
of merit badges you earned beyond the rank of Eagle. The Bronze Palm
represents 5 merit badges, the Gold Palm 10, and the Silver Palm 15.

The requirements were rearranged by subject, and
renumbered and some changes to the wording were also made. Some new requirements
were added, and some were dropped. The following listing shows the subjects
covered by each requirement and the old and new numbering.

Old

New

Comment

Old

New

Comment

Old

New

Comment

Old

New

Comment

Old

New

Comment

Health and Safety

Nutrition

Cooking at Home

Camp Cooking

Trail and backpacking meals

1a

1a

2a

2a

5

4

6

5a

7

6a

1b

1b

2b

2b

5a

4a

6a

5b

7a

6b

1c

1c

2c

2c

5b

4b

6b

5c

7b

6c

1d

---

dropped

2d

2d

5c

4c

6c & 6d

5d

merged

7c

6d

1e

1d

3a

2e

5d

4d

6e

5e

7d

---

dropped

---

1e

added

3b

---

dropped

5e

4e

6f

5f

7e

6e

Cooking Basics

---

4f

new

6g

---

dropped

Food-related Careers

4a

3a

---

5g

new

8

7

4b

3b

---

5h

new

4c

---

3c

new

The changes to the requirements are as follows:

Note: The meals prepared for Cooking merit badge requirements
5, 6, and 74, 5, and 6
will count only toward fulfilling those requirements and will not count
toward rank advancement. Meals prepared for rank advancement may not
count toward the Cooking merit badge. You must not repeat any menus
for meals actually prepared or cooked in requirements
5, 6, and 74, 5, and 6.

Health and Safety. Do the following:

Explain to your counselor the most likely hazards you may
encounter while participating in cooking activities and what
you should do to anticipate, help prevent, mitigate, and respond
to these hazards.

Show that you know first aid for and how to prevent injuries
or illnesses that could occur while preparing meals and eating,
including burns and scalds, cuts, choking, and allergic reactions.

Describe how meat, fish, chicken, eggs, dairy products,
and fresh vegetables should be stored, transported, and properly
prepared for cooking. Explain how to prevent cross-contamination.

Describe the following food-related illnesses
and tell what you can do to help prevent each from happening:

Salmonella

Staphylococcal aureus

Escherichia coli (E. coli)

Clostridium botulinum (Botulism)

Campylobacter jejuni

Hepatitis

Listeria monocytogenes

Cryptosporidium

Norovirus

e. Discuss with your counselor food
allergies, food intolerance, and food-related
illnesses and diseases,
and your awareness. Explain why someone
who handles or prepares food needs to be aware of these
concerns.

Using the MyPlate food guide or the current USDA nutrition
model, give five examples for EACH of the following food groups,
the recommended number of daily servings, and the recommended
serving size:

Fruits

Vegetables

Grains

Proteins

Dairy

Explain why you should limit your intake of oils and sugars.

Determine your daily level of activity and your caloric
need based on your activity level. Then, based on the MyPlate
food guide, discuss with your counselor an appropriate meal
plan for yourself for one day.

Discuss your current eating habits with your counselor and
what you can do to eat healthier, based on the MyPlate food
guide.

Discuss the following food label terms:
calorie, fat, saturated fat, trans fat, cholesterol, sodium,
carbohydrate, dietary fiber, sugar, protein. Explain how to
calculate total carbohydrates and nutritional values for two
servings, based on the serving size specified on the label.

Do the following:

Discuss the following food label terms:
calorie, fat, saturated fat, trans fat, cholesterol, sodium,
carbohydrate, dietary fiber, sugar, protein. Explain how to
calculate total carbohydrates and nutritional values for two
servings, based on the serving size specified on the label.

Refer to "How to Read a Food Label" in
the Cooking merit badge pamphlet, and name ingredients that
help the consumer identify the following allergens: peanuts,
tree nuts, milk, eggs, wheat, soy, and shellfish.

4.Cooking Basics.
Do the following:

Discuss EACH of the following cooking methods. For each
one, describe the equipment needed, , how
temperature control is maintained, and name at least
one food that can be cooked using that method: baking, boiling,
broiling, pan frying, simmering, steaming,
microwaving, and grilling,
foil cooking, and use of a Dutch oven.

Discuss the benefits of using a camp stove on an outing
vs. a charcoal or wood fire.

Discuss how the Outdoor Code and no-trace
principles pertain to cooking in the outdoors.Describe with your counselor how to manage
your time when preparing a meal so components for each course
are ready to serve at the same time.

5.Cooking at home.
Using the MyPlate food guide or the current USDA nutrition model,
plan a menu for three full days of meals (three breakfasts, three
lunches, and three dinners) plus one dessert. Your menu should include
enough to feed yourself and at least one adult, keeping in mind
any special needs (such as food allergies) of
those to be servedand how you kept your
foods safe and free from cross-contamination. List the equipment
and utensils needed to prepare and serve these meals. Then do the
following:

Create a shopping list for your meals showing the amount
of food needed to prepare and serve each meal, and the cost
for each meal.

Using at least five of the seven10 cooking methods from requirement
43, prepare
and serve yourself and at least one adult (parent, family member,
guardian, or other responsible adult) one breakfast, one lunch,
one dinner, and one dessert from the meals you planned.*

Time your cooking to have each meal ready to serve at the
proper time. Have an adult verify the preparation of the meal
to your counselor.

After each meal, ask a person you served to evaluate the
meal on presentation and taste, then evaluate your own meal.
Discuss what you learned with your counselor, including any
adjustments that could have improved or enhanced your meals.
Tell how better planning and preparation help ensure a successful
meal.

Explain how you kept perishable foods
safe and free from cross-contamination.

6. Using the MyPlate food guide or the current
USDA nutrition model, plan a menu for your patrol or a similar size
group of up to eight youth, including you) for a camping trip. Include
five meals AND at least one snack OR one dessert. List the equipment
and utensils needed to prepare and serve these meals. Then do the
following:Camp cooking. Do the following:

(a) Using the MyPlate food guide or the
current USDA nutrition model, plan a menu for your patrol (or
a similar size group of up to eight youth, including you) for
a camping trip. Your menu should include enough food for each
person, keeping in mind any special needs (such as food allergies)
and how you keep your foods safe and free from cross-contamination.
These five meals must include at least one breakfast, one lunch,
one dinner, AND at least one snack OR one dessert. List the
equipment and utensils needed to prepare and serve these meals.

a. Create a shopping list for your
meals showing the amount of food needed to prepare and serve
each meal, and the cost for each meal.

c. In the outdoors,
using your menu plan for this requirement,
cook two of the five meals you
planned in requirement 6 using either
a lightweight stove or a low-impact fire. Use a different cooking
method from requirement 3 for each
meal.**The same
fireplace may be used for both meals.You must also cook a third meal using either
a Dutch oven OR a foil pack OR kabobs. Serve
this mealall of
these meals to your patrol or a group of youth.**d. In the outdoors, cook one of the meals
you planned in requirement 6.Use either a Dutch oven, OR a foil
pack, OR kabobs. Serve this meal to your patrol or a group of
youth.**

In the outdoors, prepare a dessert OR a snack and serve
it to your patrol or a group of youth.**

After each meal, have those you served evaluate the meal
on presentation and taste, and then evaluate your own meal.
Discuss what you learned with your counselor, including any
adjustments that could have improved or enhanced your meals.
Tell how better planning and preparation
help ensure successful outdoor cooking.

Explain how you kept perishable foods
safe and free from cross-contamination.Explain to your counselor how you cleaned
the equipment, utensils, and the cooking site thoroughly after
each meal. Explain how you properly disposed of dishwater and
of all garbage.

Discuss how you followed the Outdoor Code
and no-trace principles when preparing your meals.

7. Using the MyPlate food guide or the current
USDA nutrition model, plan a menu for trail hiking or backpacking
that includes one breakfast, one lunch, one dinner, and one snack.
These meals must not require refrigeration and are to be consumed
by three to five people (including you). List the equipment and
utensils needed to prepare and serve these meals. Then do the following:Trail and backpacking meals. Do the following:

(a) Using the MyPlate food guide or the
current USDA nutrition model, plan a menu for trail hiking or
backpacking that includes one breakfast, one lunch, one dinner,
and one snack. These meals must not require refrigeration and
are to be consumed by three to five people (including you).
Be sure to keep in mind any special needs (such as food allergies)
and how you will keep your foods safe and free from cross-contamination.
List the equipment and utensils needed to prepare and serve
these meals.

a. Create a shopping list for your
meals, showing the amount of food needed to prepare and serve
each meal, and the cost for each meal.

b. Share and discuss your meal
plan and shopping list with your counselor. Your plan must include
how to repackage foods for your hike or backpacking trip to
eliminate as much bulk, weight, and garbage as possible.

c. While on a trail hike or backpacking
trip, prepare and serve two meals and a snack from the menu
planned for this requirement
7. At least one of those meals must
be cooked over a fire, or an approved trail stove (with proper
supervision).**d. For each meal prepared in requirement 7c,
use safe food-handling practices. Clean up equipment, utensils,
and the site thoroughly after each meal. Properly dispose of
dishwater, and pack out all garbage.

After each meal, have those you served evaluate the meal
on presentation and taste, then evaluate your own meal. Discuss
what you learned with your counselor, including any adjustments
that could have improved or enhanced your meals. Tell how
better planning and preparation help
ensure successful trail hiking or backpacking meals.

Discuss how you followed the Outdoor Code
and no-trace principles during your outing. Explain to your
counselor how you cleaned any equipment, utensils, and the cooking
site after each meal. Explain how you properly disposed of any
dishwater and packed out all garbage.

8.Food-related careers.
Find out about three career opportunities in cooking. Select one
and find out the education, training, and experience required for
this profession. Discuss this with your counselor, and explain why
this profession might interest you.

*The meals for requirement 54 may be prepared on different days, and they
need not be prepared consecutively. The requirement calls for Scouts
to plan, prepare, and serve one breakfast, one lunch, and one dinner
to at least one adult; those served need not be the same for all meals.

**Where local regulations do not allow you to build a fire, the counselor
may adjust the requirement to meet the law. The meals in requirements
6 and 75 and 6 may
be prepared for different trips and need not be prepared consecutively.
Scouts working on this badge in summer camp should take into consideration
foods that can be obtained at the camp commissary.

Most of the requirements had changes to the wording.
A new requirement 2 was added, old requirement 5 was replaced with new requirement
6, old requirements 7c, 7d, and 9a were dropped, old requirement 7e was
replaced with new requirement 9, and old requirements 2-4 and 6-15 were
renumbered as 3-5, 7, 8, and 10-17. A note regarding requirement 15b was
also added.

NOTE: Requirement 1b was inadvertently omitted from
the text in the 2016 Boy Scout Requirements book.

The changes are as follows:

Before doing requirements 2 through 1517

Complete Second Class requirements 8a
through 8c 5a through 5d and
First Class requirements 9a through 9d6a, 6b, and 6e.

Second Class requirements 8a through
8c 5a through 5d:

(8a)
(5a) Tell what precautions must be taken for
a safe swim.

(8b)
(5b) Demonstrate your ability to
pass the BSA beginner test. Jumpjump feetfirst into water over
your head in depth, level off and swim 25 feet on the
surface, stop, turn sharply, resume swimming, then return
to your starting place.

(8c)
(5c) Demonstrate water rescue methods by reaching
with your arm or leg, reaching with a suitable object,
and by throwing lines and objects. Explain why swimming
rescues should not be attempted when a reaching or throwing
rescue is possible, and explain why
and how a rescue swimmer should avoid contact with the
victim.

(5d) Explain why and how a rescue
swimmer should avoid contact with the victim.

First Class requirements 9a through
9c6a, 5b, and 6e:

(6a) Successfully complete the
BSA swimmer test.

(9a)
(6b) Tell what precautions should be taken for
a safe trip afloat.

(9b) Successfully complete the
BSA swimmer test.

(9c)
(6e) With a helper and a practice victim, show
a line rescue both as tender and as rescuer. (The practice
victim should be approximately 30 feet from shore in
deep water).

Swim continuously for 400 yards using each of the following
strokes in a strong manner for at least 50 continuous yards:
front crawl, sidestroke, breaststroke, and elementary backstroke.NOTE: This requirement was inadvertently
omitted from the text in the 2016 Boy Scout Requirements
book.

Discuss and review with your counselor the
principles of BSA Safe Swim Defense.

2. Explain the following:

Common drowning situations and how to prevent them.

How to identify persons in the water who need assistance.

The order of methods in water rescue.

How rescue techniques vary depending on the setting and
the condition of the person needing assistance.

4. Demonstrate "throwing" rescues using
various items such as a linelines, ring buoysbouy, rescue bagsbag, and free-floating
supportssupport.
Successfully place at least one such aid within reach of a practice
victim 25 feet from shore.5.Show or explain the use of rowboats, canoes,
and other small craft in performing rescues.

With your counselor's approval, view in-person
or on video a rowing rescue performed using a rowboat, canoe, kayak,
or stand up paddleboard. Discuss with your counselor how effectively
and efficiently the rescue was performed.

6. List various items that can be used
as rescue aids in a noncontact
swimming"go" rescue. Explain why
buoyant aids are preferred.

7. Perform the following equipment-basedCorrectly demonstrate rescues
forof a conscious
practice subject 30 feet from shore in deep water
using two types of buoyant aids provided by your counselor.
Use a proper entry and a strong approach stroke. Speak to the subject
to determine his condition and to provide instructions and encouragement.

Present a rescue tube to theone aid to a subject, release it, and
escort the victim
swim at a safe distance as the subject moves to safety.

Present a rescue tube to theIn a separate rescue, present the other aid
to a subject and use it to tow the
victimsubject to safety.

Present a buoyant aid other than a rescue
tube to the subject, release it, and escort the victim to safety.

Present a buoyant aid other than a rescue
tube to the subject and use it to tow the victim to safety.

Remove street clothes in 20 seconds or
less and use a non-buoyant aid, such as a shirt or towel, to
tow the subject to safety. Explain when it is appropriate to
remove heavy clothing before attempting a swimming rescue.

Discuss with your counselor when it is appropriate
to remove heavy clothing before attempting a swimming rescue. Remove
street clothes in 20 seconds or less, enter the water, and approach
a conscious practice subject 30 feet from shore in deep
water. Speak to the subject and use a nonbuoyant aid, such as a
shirt or towel, to tow the subject to safety.

8. ExplainDiscuss
with your counselor the importance of avoiding contact with
an active victimsubject
and describedemonstrate
lead-and-wait tactics
techniques.

9. Perform the following nonequipment
rescues for a conscious practice subject 30 feet from shore.
Begin in the water from a position near the subject. Speak to the
subject to determine his condition and to provide instructions and
encouragement.

Provide a swim-along assist for a calm,
responsive, tired swimmer moving with a weak forward stroke.
b. Perform an armpit tow for a calm responsive, tired
swimmer resting with a back float.

c. Perform a cross-chest carry
for an exhausted, passive victim who does
not respond to instructions to aid himselfresponsive subject treading water.

10. In deep water, show how to escape
from a victim's grasp on your wrist. Repeat for front and rear holds
about the head and shoulders.

11. Perform the following rescues for
an unconscious practice subject at or near the surface 30
feet from shore. Use a proper entry and strong approach stroke.
Speak to the subject and splash water on him to determine his condition
before making contact. RemoveQuickly remove the victim from the water,
with assistance if needed, and position for CPR.

Perform an equipment assist using a buoyant aid.

Perform a front approach and wrist tow.

Perform a rear approach and armpit tow.

12. DescribeDiscuss
with your counselor how to respond if a victim submerges
before being reached by a rescuer, and do the following:

Recover a 10-pound weight in 8 to 10 feet of water using
a feetfirst surface dive.

Repeat using a headfirst surface dive.

13. Demonstrate knowledge of resuscitation
procedures:

Describe how to recognize the need for rescue breathing
and CPR.

Demonstrate proper CPR technique for at
least 3 minutes using a mannequin designed to simulate ventilations
and compressions.Demonstrate CPR knowledge and skills, including
rescue breathing, consistent with current guidelines.*

14. Demonstrate management of a spinal
injury to your counselor:

ExplainDiscuss
the causes, signs,
and symptoms of a spinal injury

Support a face up victimsubject in calm,
shallow water of standing depth.

Turn a subject from a facedown to a faceup position
in water of standing depth while maintaining
support.

15. Show that you know first aid forWith your counselor, discuss causes, prevention,
and treatment of other injuries or illnesses that could occur
while swimming or boating, including hypothermia,
heat reactions,dehydration,
heat-related illnesses, muscle cramps, sunburn, stings, and
hyperventilation.

* Your counselor may accept recent training in
CPR by a recognized agency as completion of this requirement only if
he or she feels your skills are satisfactory and need no additional
reinforcement.

For more information about the BSA Swimmer test,
see the Swimming merit badge requirements.

The requirements were substantially replaced. A new
requirement 1 was added, old requirements 1 and 5 were revised and renumbered
as 2 and 8, old requirement 2 was renumbered as 3, and old requirements
3 and 4 were replaced with 4, 5, 6, and 7. The changes are as follows:

Safety. Do the following:

Explain to your counselor the most likely
hazards you may encounter while working with photography and
what you should do to anticipate, mitigate, prevent, and respond
to these hazards. Explain how you would prepare for exposure
to environmental situations such as weather, sun, and water.

Show your counselor your current, up-to-date
Cyber Chip.

1. Explain how the following elements
and terms can affect the quality of a picture:

2. Explain the basic parts and operation
of a film camera or digital camera. Explain how an exposure is made
when you take a picture.

3. Discuss with your counselor the differences
between a film camera and a digital camera.
Describe how computer software allows you to make adjustments to
a digital photograph after it is taken.Do TWO of the following, then share your work
with your counselor.

Photograph one subject from two different
angles or perspectives.

Photograph one subject from two different
light sources—artificial and natural.

Photograph one subject with two different
depth of fields.

Photograph one subject with two different
compositional techniques.

Photograph THREE of the following, then share
your work your counselor.

Close-up of a person

Two to three people interacting

Action shot

Animal shot

Nature shot

Picture of a person—candid, posed, or
camera aware

4. Do ONE of the following:Describe how software allows you to enhance your
photograph after it is taken. Select a photo you have taken, then
do ONE of the following, and share what you have done with your
counselor.

Produce a picture story using the photojournalistic
technique of documenting an event. Share your plan with your
counselor and get your counselor's input and approval before
you proceed. Then, using either a film camera or a digital camera,
produce your approved picture story. Process your images and
select eight to 12 images that best tell your story. Arrange
your images in order, then mount the prints on a poster board.
If you are using digital images, you may create a slide show
on your computer or produce printouts for your poster board.
Share your picture story with your counselor.Crop your photograph.

Choose a topic that interests you to photograph
for an exhibit or display. Get your counselor's approval, then
photograph (digital or film) your topic. Process your images.
Choose 20 of your favorite images and mount them on poster board.
Share your display with your counselor. If you are using digital
images, you may create a slide show on your computer or produce
printouts for your poster board.Adjust the exposure or make a color correction.

Show another way you could improve your
picture for impact.

Using images other than those created for
requirements 4, 5 or 6, produce a visual story to document an event
to photograph OR choose a topic that interests you to photograph.
Do the following:

Plan the images you need to photograph
for your photo story.

Share your plan with your counselor, and
get your counselor's input and approval before you proceed.

Select eight to 12 images that best tell
your story. Arrange your images in order and mount the prints
on a poster board, OR create an electronic presentation. Share
your visual story with your counselor.

5. Discuss with your counselor theIdentify three career opportunities in
photography. Pick one that interests you
and explain to your counselor how to prepare
for such a career. Discuss with your counselor
thewhat education and training
such a career would requireare required, and why this profession might interest
you.

The requirements were substantially revised. A new
requirement 1a was added, old requirements 1, 2, and 3 were revised and
renumbered as 1b, 2a, and 2b, new requirements 3, 4, and 5 were added, old
requirement 4 was revised and renumbered as 6, and old requirement 5 was
renumbered as 7, had revisions to many of the requirements for the Downhill
(Alpine) Skiing, Cross-Country (Nordic) Skiing, and Snowboarding options,
and had a new Snowshoeing option added. The changes are as follows:

Do the following:

Explain to your counselor the hazards
you are most likely to encounter while participating in snow
sport activities, and what you should do to anticipate, help
prevent, mitigate, and respond to these hazards.

1. Discuss winter sports safety, and show
that you know first aid forDiscuss
first aid and prevention for the types of injuries or
illnesses that could occur while skiing or
ridingparticipating in snow sports,
including hypothermia, frostbite, shock, dehydration, sunburn,
fractures, bruises, sprains, and strains. Tell how to apply
splints.

Do the following:

2. Explain why every
skier or snowboardersnow sport participant should be prepared
to render first aid in the event of an accident.

3. Explain the procedure used to
report an accident to the local ski patrol for the area where
you usually ski or ride,
ride, or snowshoe.

Explain the international trail-marking system.

Discuss the importance of strength, endurance,
and flexibility in snow sports. Demonstrate exercises and activities
you can do to get fit for the option you choose in requirement 7.

Present yourself properly clothed and equipped
for the option you choose in requirement 7. Discuss how the clothing
you have chosen will help keep you warm and protected.

4. Do EACH of the following:

Tell the meaning of the Your Responsibility Code for skiers
and snow-boarders,
and snowshoers. Explain why each rider must follow this
code.

Explain the Smart Style safety program. Tell why it is important
and how it applies to skiers and snowboardersparticipants at snow sport venues in
terrain parks and pipes.

Explain the precautions pertaining to avalanche safety,
including the responsibility of individuals regarding avalanche
safety.

Tell the meaning of the
Wilderness Use Policy.
Explain why each skier and snowboarder must adopt this policy.

Show how to use and maintain your own release bindings
and explain the use of two others. Explain the international
DIN standard and what it means to skiers.

Explain the American Teaching System and a basic snow-skiing
progression.

c. Name the major ski organizations
in the United States and explain their functions.d. Discuss the five types of Alpine
skis. Demonstrate two ways to carry skis and poles safely
and easily.

Demonstrate how to ride one kind of
lift and explain how to ride two others.e. Explain the importance of strength,
endurance, and flexibility in downhill skiing. Demonstrate
exercises and activities you can do to get fit for skiing.f. Present yourself properly clothed and
equipped for downhill skiing. Discuss how the clothing you
have chosen will keep you warm and protected.g. Demonstrate how to ride one kind of
lift and explain how to ride two others.h. Explain the international trail-marking
system.

i. On a gentle slope, demonstrate
some of the beginning maneuvers learned in skiing. Include
the straight run, gliding wedge, wedge stop, sidestep, and
herringbone maneuvers.

j. On slightly steeper terrain,
show linked wedge turns.

k. On a moderate slope, demonstrate
five to 10 christies.

l. Make a controlled run down
an intermediate slope and demonstrate the following:

Short-, medium-, and long-radius parallel turns

A sideslip and safety (hockey) stop to each side

Traverse across a slope

m. Demonstrate the ability
to ski in varied conditions, including changes in pitch,
snow conditions, and moguls. Maintain your balance and ability
to turn.

Name the major ski organizations in
the United States and explain their functions.

e. Explain the importance of strength,
endurance, and flexibility in cross-country skiing. Demonstrate
exercises and activities you can do to get fit for skiing.f. List the
items you would take on a one-day ski tour.

g. Present yourself properly clothed
and equipped for a one-day ski tour. Discuss the correct
use of your clothing and equipment , and how the clothing
you have chosen will keep you warm and protected.h. Demonstrate the proper use of
a topographic map and compass.

i. Show a degree of stamina that will
enable you to keep up with an average ski-touring group
your age.j. On a gentle, packed slope, show
some basic ways to control speed and direction. Include
the straight run, traverse, sideslipside slip , step turn, wedge stop,
and wedge turn maneuvers.

k. On a cross-country
trial (sic - should be "trail"),
demonstrate effective propulsion by showing proper weight
transfer form (sic - should be "from")
ski to ski, pole timing, rhythm, flow, and glide.

l. Demonstrate your ability,
on a tour, to cope with an average variety of snow conditions.

Explain to your counselor what labor unions are, what
they do, and what services they provide to members. In your discussion,
show that you understand the concepts of labor, management, collective
bargaining, negotiation, union shops, open (nonunion)
shops, grievance procedures, mediation, arbitration, work stoppages,
strikes, and lockouts.

In Requirement 5, under both OPTION A and OPTION
B, requirement f(3) was revised. The changes to the wording are as follows:

Option A - Using a Recurve Bow or Longbow

As a member of the USA ArcheryNAA's Junior Olympic
Archery Development Program (JOAD),
qualify as a Yeoman, Junior Bowman, and
Bowmanachieve the level of green,
purple, and gray stars as part of a JOAD Club indoor or
outdoor season with your chosen style of archery equipment.

Option B - Using a Compound Bow

As a member of the USA ArcheryNAA's Junior Olympic
Archery Development Program (JOAD),
qualify as a Yeoman, Junior Bowman, and
Bowmanachieve the level of green,
purple, and gray stars as part of a JOAD Club indoor or
outdoor season with your chosen style of archery equipment.

Requirement 3 was revised. An added sentence in requirement
3 which correctly appears in the merit badge pamphlet and online at Scouting.org,
was inadvertently omitted from the text in the 2015 edition of Boy Scout
Requirements. The text was corrected in the 2016 Boy Scout Requirements
book. The correct wording is as follows:

Make a written plan for an overnight trek and show
how to get to your camping spot using a topographical map and compass
OR a topographical map and a GPS receiver. If
no GPS receiver unit is available, explain how to use one to get
to your camping spot.

Requirements 1b, 1c, and 7b were revised. The changes
to the wording are as follows:

Describe what a material
safety data sheet (MSDS)(SDS) is and tell why it is used.

Obtain an (MSDS)(SDS) for both a paint and an insecticide.
Compare and discuss the toxicity, disposal, and safe-handling
sections for these two common household products.

Using resources found at the library and in periodicals,
books, and the Internet (with your parent's permission), learn
about two different kinds of work done by chemists, chemical
engineers, chemical technicians, or industrial chemists. For
each of the four jobspositions, find out the education and
training requirements.

On a map of your community or using an
electronic device, locate and point out the following:

Chief government buildings such as your city hall, county
courthouse, and public works/services facility

Fire station, police station, and hospital nearest your
home

Parks, playgrounds, recreation areas,
and trails

3. Historical or other interesting
points of interest

Do the following:

Choose aIdentify
three charitable organizationorganizations outside of Scouting that
interestsinterest
you and bringsbring
people in your community together to work for the good of your
community.

Pick ONE of the organizations you chose
for requirement 7a. Using a variety of resources (including
newspapers, fliers and other literature, the Internet, volunteers,
and employees of the organization), find out more about this
organization.

With your counselor's and your parent's approval, contact
the organization you chose for requirement
7b and find out what young people can do to help. While
working on this merit badge, volunteer at least eight hours
of your time for the organization. After your volunteer experience
is over, discuss what you have learned with your counselor.

Requirements 2a, 2b, 3b, 6, 7, and 8 were revised.
Requirement 8b was deleted. Requirements 6a, 7, 8a, and 8b were renumbered
as 8a, 7a, 7b, and 8b. The changes are as follows:

Discuss with your counselor the aspects of emergency preparedness:

Prepare for emergency situations

Respond to emergency situations

Recover from emergency situations

Mitigate and preventPrevent emergency situations

Mitigate losses in emergency situations

Include in your discussion the kinds of questions that are important
to ask yourself as you consider each of these.

Make a chart that demonstrates your understanding of each
of the aspects of emergency preparedness in requirement 2a (prepare,
respond, recover, prevent and mitigate,
and prevent) with regard to 10 of the situations listed
below. You must use situations 1, 2, 3, 4, and 5 below
in boldface but you may choose any other five listed
here for a total of 10 situations. Discuss this chart with your
counselor.

Home kitchen fire

Home basement/storage room/garage fire

Explosion in the home

Automobile accident

Food-borne disease (food poisoning)

Fire or explosion in a public place

Vehicle stalled in the desert

Vehicle trapped in a blizzard

Flash flooding in town or in the country

Mountain/backcountry accident

Boating accident

Gas leak in a home or a building

Tornado or hurricane

Major flood

Toxic chemical spills and releases

15. Nuclear power plant emergency

16. Avalanche (snowslide or
rockslide)

17. Violence in a public place

A roomstructure filled with carbon monoxide

Do the following:

Describe the National Incident Management
System (NIMS)/Incident Command System (ICS)Tell the things a group of Scouts should be
prepared to do, the training they need , and the safety precautions
they should take for the following emergency services:

Crowd and traffic control

Messenger service and communication.

Collection and distribution services.

Group feeding, shelter, and sanitation.

Identify the local government or
community agencies that normally handle and prepare for
the emergency services
listed under 6a, andsimilar to those of the NIMS or ICS. Explainexplain to your counselor
how a group of Scouts could volunteer to help
in the event of these types of emergencies.

How the NIMS/ICS can assist a Boy
Scout troop when responding in a disaster

How a group of Scouts could volunteer
to help in the event of these types of emergencies

Find out who is your community's emergency management director
and learn what this person does to prepare
for, respond to, recover from,
prevent, and mitigate
and prevent emergency situations
in your community. Discuss this information with your counselor
and apply what you discover to the chart you created for requirement
2b.

Take part in an emergency service project,
either a real one or a practice drill, with a Scouting unit or a
community agency.Do the following:

Take part in an emergency service project,
either a real one or a practice drill, with a Scouting unit
or a community agency.

Prepare a written plan for mobilizing
your troop when needed to do emergency service. If there is
already a plan, explain it. Tell your part in making it work.

Do the following:

Prepare a written plan for mobilizing
your troop when needed to do emergency service. If there is
already a plan, explain it. Tell your part in making it work.Tell the things a group of Scouts should be
prepared to do, the training they need , and the safety precautions
they should take for the following emergency services:

Crowd and traffic control

Messenger service and communication.

Collection and distribution services.

Group feeding, shelter, and sanitation.

Take part in at least one troop mobilization.
Before the exercise, describe your part to your counselor. Afterward,
conduct an "after-action" lesson, discussing what you learned
during the exercise that required changes or adjustments to
the plan.c. Prepare a personal emergency service
pack for a mobilization call. Prepare a family kit (suitcase
or waterproof box) for use by your family in case an emergency
evacuation is needed. Explain the needs and uses of the contents.

Requirements 3e2 was revised and 3g was added. The
changes are as follows:

Do research on one species that was endangered,
or threatened,
or of special concern but thatwhich has now recovered. Find out
how the organism recovered, and what its new status is.
Write a 100-word report on the species and discuss it with
your counselor.

Pollination

Using photographs or illustrations,
point out the differences between a drone and a worker bee.
Discuss the stages of bee development (eggs, larvae, pupae).
Explain the pollination process, and what propolis is and
how it is used by honey bees. Tell how bees make honey and
beeswax, and how both are harvested. Explain the part played
in the life of the hive by the queen, the drones, and the
workers.

Present to your counselor a one-page
report on how and why honey bees are used in pollinating
food crops. In your report, discuss the problems faced by
the bee population today, and the impact to humanity if
there were no pollinators. Share your report with your troop
or patrol, your class at school, or another group approved
by your counselor.

Hive a swarm OR divide at least one
colony of honey bees. Explain how a hive is constructed.

Before you choose requirement 3g(3), you
will need to first find out whether you are allergic
to bee stings. Visit an allergist or your family physician
to find out. If you are allergic to bee stings, you
should choose another option within requirement 3. In
completing requirement 3g(3), your counselor can help
you find an established beekeeper to meet with you and
your buddy. Ask whether you can help hive a swarm or
divide a colony of honey bees. Before your visit, be
sure your buddy is not allergic to bee stings. For help
with locating a beekeeper in your state, visit
www.beeculture.com
and click on "Bee Resources," then "Find a Local Beekeeper."

Requirements 2a, 5, and 9e (and 10b) were revised. The changes
are as follows:

Prepare a budget reflecting your expected income (allowance,
gifts, wages), expenses, and savings. Track
and record your actual income, expenses,
and savings for 13 consecutive weeks. (You may use the forms
provided in the merit badge pamphlet, devise your own, or use
a computer generated version.) When complete, present
the records showing the results to
your merit badge counselor.

Select five publicly traded stocks
from the business section of the newspaper.
Explain to your merit badge counselor the importance of the following
information for each stock:

Current price

How much the price changed from the previous day

The 52-week high and the 52-week low prices

If necessary, developDevelop a budget for your project.

Research the limitations of your anticipated career and discuss
with your merit badge counselor what you have learned about qualifications
such as education, skills, and experience.

Requirement 1 was revised, and in requirement 2 under
the Ice Skating Option, requirement d2 was replaced. The changes are as
follows:

Do the following:Show that you know first aid for injuries or illnesses
that may occur while skating, including hypothermia, frostbite,
lacerations, abrasions, fractures, sprains and strains, blisters,
heat reactions, shock, and cardiac arrest.

Explain to your counselor the most likely
hazards associated with skating and what you should do to anticipate,
help prevent, mitigate, and respond to these hazards.

Show that you know first aid for injuries
or illnesses that could occur while skating, including hypothermia,
frostbite, lacerations, abrasions, fractures, sprains and strains,
blisters, heat-related reactions, and shock.

Perform forward crossovers
in a figure eight pattern.Explain to your counselor the safety
considerations for running or participating in an ice
skating race.

A new merit badge pamphlet with a copyright date of 2015 was issued but the 2016 edition of Boy Scout Requirements
did not include the changes listed below. A new requirement 6 was added, and requirements 6 and 7 were renumbered
as 7 and 8. The changes are as follows:

In your camp, local recreation area (park or equivalent),
or neighborhood, inventory the trees that may be a hazard to structures
or people. Make a list by area (campsite, road, trail, street, etc.).
Note the species and hazardous condition, and suggest a remedy (removal
or trimming). Make your list available to the proper authority or agency.

6. Do the following:

Describe the consequences to forests that result from FIVE of
the following elements: wildfire, absence of fire, insects, tree
diseases, air pollution, overgrazing, deer or other wildlife overpopulation,
improper harvest, and urbanization.

Explain what can be done to reduce the consequences you discussed
in 6a7a .

Describe what you should do if you discover a forest fire and
how a professional firefighting crew might control it. Name your
state or local wildfire control agency.

7. Visit one or more local foresters and
write a brief report about the person (or persons). Or, write about
a forester's occupation including the education, qualifications, career
opportunities, and duties related to forestry.

A new merit badge pamphlet with revised
requirements was issued after the release of Boy Scout Requirements
2016. The list of injuries and illnesses in requirement
1b was rearranged, requirement 2 was revised, requirements 4 and 5 were
replaced with new requirement 4, requirements 6 and 7 were revised and renumbered
as 5 and 6, and the footnote was revised. (There were no changes to requirements
1a and 3.) The changes are as follows:

Do the following:

Explain to your counselor the most likely hazards you may
encounter while hiking, and what you should do to anticipate,
help prevent, mitigate, and respond to these hazards.

Explain and, where possible, show the points of good hiking
practices. including the principles of Leave No
Traceproper outdoor ethics, hiking
safety in the daytime and at night, courtesy to others, choice of
footwear, and proper care of feet and footwear.

Explain how hiking is an aerobic activity. Develop a plan for
conditioning yourself for 10-mile hikes, and describe how you will
increase your fitness for longer hikes.

Make a written plan for a 10-mile hike, including
map routes, a clothing and equipment list, and a list of items for
a trail lunch.Take the five following hikes, each on a different
day, and each of continuous miles. These hikes MUST be taken in
the following order:

One 5-mile hike

Three 10-mile hikes

One 15-mile hike

You may stop for as many short rest periods as
needed, as well as one meal, during each hike, but not for an extended
period (example: overnight). Prepare a written hike plan before
each hike and share it with your Scoutmaster or a designee. Include
map routes, a clothing and equipment list, and a list of items for
a trail lunch. *

Take five hikes, each on a different day,
and each of at least ten continuous miles. You may stop for as many
short rest periods as needed, as well as one meal, during each hike,
but not for an extended period (example: overnight). Prepare a hike
plan for each hike.*6. Take a hike of 20 continuous miles in
one day following a hike plan you have prepared.
You may stop for as many short rest periods as
needed, as well as one meal, but not for an extended period (example:
overnight).*

7. After each of the hikes (or during
each hike if on one continuous "trek") in requirements
5 and 64 and 5,
write a short report
reflection of your experience. Give dates and descriptions
of routes covered, the weather, and any
interesting things you saw. It may include something
you learned about yourself, about the outdoors, or about others
you were hiking with. Share this report
with your merit badge counselor.

* The required hikes
in requirements 5 and 6 canfor this badge may be used in fulfilling
Second Class (2a) and First Class (3) rank requirements,
but only if Hiking merit badge requirements 1, 2, 3, and 4 have
been completed to the satisfaction of your counselor. The hikes
of requirements 5 and 6hiking requirements
for rank advancement. However, these hikescannot
be used to fulfill requirements of other merit badges.

A new merit badge pamphlet with revised
requirements was issued after the release of Boy Scout Requirements
2016. There was a minor change to requirement 4b and revisions to
requirements 5b and 5d. The changes are as follows:

DemonstrateDescribe
the difference in nighttime visibility between a properly lit bicycle
and rider (or a pedestrian) wearing reflective material and a bicycle
and rider with no lights (or a pedestrian) dressed in dark clothing,
without reflective material.

Using the Internet (with your parent's permission), visit five
Web siteswebsites
that cover safe driving for teenagers. AsThen in a group, discuss
what you learnsession with
your counselor and at least three
other teenagers and your
counselor, discuss what you have learned..

Accompanied by an adult and a buddy, pick a safe place to observe
traffic at a controlled intersection (traffic signal or stop sign)
on three separate days and at three different times of the day,
for 30 minutes on each visit. At this intersection, survey
(1) such violations asthat might occur. These violations could include
(but are not limited to) running a red light or stop sign
; or (2) seat belt usage, speeding, using a cell phone while driving,
or occupants not wearing their seat belts. Count the number
of violations or number of drivers not wearing
a seat belt. Record in general terms if
the driver was young or old , male or femalethe approximate age of the people you observed.
Keep track of the total number of vehicles observed so that you
can determine the percentage of compliance vs. violations. Discuss
the findings with your merit badge counselor.

A new merit badge pamphlet with revised
requirements was issued in 2015. Although the revised requirements
were included in Boy Scout Requirements
2016, The change was not identified in the list of merit badges with
revised requirements.

Requirement 1 was rewritten and now includes former requirement 4a, requirement 2 was
replaced with rewritten parts of former requirement 4b and 4c. Minor changes
were made to requirement 3, requirement 5 was renumbered as 4, and requirements 6, and 7 were renumbered
as 5 and 6, with minor changes. The changes are as follows:

Show that you know first aid for injuries or illnesses
that could occur while participating in water sports, including hypothermia,
heat exhaustion, heatstroke, dehydration, sunburn, minor cuts and blisters.Do the following:

Explain to your counselor the most likely
hazards you may encounter while participating in water sports activities
and what you should do to anticipate, help prevent, mitigate, and
respond to these hazards.

Review prevention, symptoms, and first-aid
treatment for the following injuries or illnesses that could occur
while participating in water sports: blisters, cold-water shock
and hypothermia, dehydration, heat-related illnesses, sunburn, sprains,
strains, minor cuts and bruises, spinal injury, and concussions
and head trauma.

Review the BSA Safety Afloat policy. Tell
how it applies to water sports.

Do the following:

Identify the conditions that must exist before
performing CPR on a person. Explain how such conditions are recognized.Discuss with your counselor the characteristics
of life jackets most appropriate for water sports, and tell why
one must always be worn while waterskiing or wakeboarding. Then
demonstrate how to select and fit a life jacket for water sports
activities.

Demonstrate proper technique for performing
CPR using a training device approved by your counselor.Review and discuss the
Water Sports Safety
Code with your counselor. Promise that you will live up to it
and follow it in all water work for this merit badge. Review the
safety precautions that must be used by the boat operator in pulling
waterskiers and wakeboarders.

Before doing the following requirements
4 through 6, successfully complete the BSA
swimmer test.Jump feetfirst into water over the head in depth.
Level off and swim 75 yards in a strong manner using one or more of
the following strokes: sidestroke, breaststroke, trudgen, or crawl;
then swim 25 yards using an easy, resting backstroke. The 100 yards
must be completed in one swim without stops and must include at least
one sharp turn. After completing the swim, rest by floating.

Do the following:

Discuss the BSA Safety Afloat policy. Tell
how it applies to Water Sports.

Name the different types of life jackets,
and explain when each type should be used. Show how to choose and
properly fit a life jacket.

Know the Water Sports Safety Code. Promise
that you will live up to it and follow it in all water work for
this badge. Know the safety precautions that must be used by the
boat operator in pulling water-skiers and wakeboarders.

5. Show the following skier signals to the
safety observer in the boat: skier safe, faster, slower, turns, back
to dock, cut motor, skier in water.

6. Showing reasonable control while using
two skis, one ski, or a wakeboard, do EACH of the following:

Show how to enter the water from a boat and make a deepwater
start without help.

Starting from outside the wakes, showShow you can cross both wakes four times
and return to the center of the wake each time without falling.

Show you can fall properly to avoid an obstacle. Also, show
that you can drop handle and coast to a stop without
loss oflosing your
balance.

7. While on shore, show that you know how
to properly adjust the bindings onof your ski(s) or wakeboard to fit yourself.
Then, in deep water, show that you can adjust
bindings to fit. Recover and put on your ski(s) or wakeboard that has
come off during a fall.

This analysis was prepared as a service to Scouts and
Scouters nationwide
Paul S. Wolf
Secretary
US Scouting Service Project, Inc.

Printed copies of this document may be freely distributed
for use in the Scouting program,
so long as the source is acknowledged, but copying the information to another
web site is NOT authorized.

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